Us public healthcare- paper and powerpoint

Post Project   In this lesson, you have learned about the role and responsibility of public healthcare; the core functions that govern public health; the ten essential public health services and the concepts of cause, cure and prevention of disease. You have also explored the external influences that affect the overall health of a nation including economic, environmental and cultural factors and the impacts of these influences. In addition, you have studied various careers in public health. In learning about public healthcare, you also read about the concept of community empowerment, when communities identify community health problems and the necessary steps to resolve such problems.  For this project, choose a community public health facility. Study its website and any printed information about the organization. Visit the facility, interview an official from the organization and find out what ways the community is involved in identifying health problems and working with the agency/organization to resolve them. Summarize your findings in both a report and a presentation.  Deliverables •A 750-word report •A 10-slide presentation   Activity Details  Step 1: Select a local public health agency.  Identify a local public health agency. For example, select your county or city public health department. Or, do an Internet search for public health agencies for your area.  Step 2: Conduct research and schedule a meeting.  Review the website for the selected agency and make an appointment to meet with and interview an official at the agency.  Step 3: Prepare for the meeting.  Make a list of questions to ask the public official at your meeting. You will want to find out how the community provides input to the agency to identify health issues and resolve them. You may want to revisit the Lesson readings to review the topic of community empowerment.   As you create your interview questions, consider the following concepts and questions: •Community empowerment results from activities related to community development, community organizing, community mobilization, community building and community competence. What evidence is there of these activities in this community and how do they relate to public healthcare? What steps has this community taken to foster community empowerment related to public health issues? •Has empowerment in this community resulted in increased community capacity and competence in the area of healthcare? If so, how? If not, what might be the reasons? •Does your community employ any of the community empowerment models discussed in this Lesson? If so, which one(s)? •Who participates in the community involvement in healthcare and to what degree? Who decides about which issues are addressed? How does the agency and community elicit participation by community members?  While at the agency, you may also collect pamphlets or community outreach materials that will provide additional information. Alternatively, you can check for such materials at your local library.  Step 4: Write a report.  In a 750-word report, describe community empowerment in public health for your community. Include the following components: •A summary of what you learned in your interview and by reading the website and other literature •A description of strategies that have been implemented in your community and that encompass a health-related community-empowerment process  Use these writing guidelines: •Include a cover page and a reference page in addition to your required page count.  •Use correct APA format. •Double-space text. •Use size 12 Times New Roman font. •Optional: Use section headings to organize. •Indent paragraphs. •Include in-text citations as appropriate.  •Use correct spelling, grammar, sentence structure and verb tense.   Step 5: Prepare a presentation.  After completing your report, prepare a 10-slide presentation for community leaders interested in the status of public health services and community empowerment. As part of your presentation: •Present a summary of the findings in your report. •Compare those findings to what you learned from your reading and research in this lesson. •Identify strengths of the agency and community empowerment activities. •Identify any gaps and offer two or three recommendations.  You will submit your slides in the Slide Presentation Dropbox.  Use these presentation guidelines: •Include a title slide (not included in the required slide count). •Use clear, concise bullet points (not overly wordy and typically not complete sentences). •Aim for a preferred font size of 24 point with a minimum size of 18 point. •Use white space to avoid crowded slides. • Use upper- and lowercase letters (not all caps). •Use images, tables, charts, etc. to add variety and interest, as long as they also add value to your presentation. •In your presentation softwares notes section for each slide, document what you would actually say in a live delivery of this presentation. •At the end of the presentation, cite the sources you used to complete it.

Finance project need respectable grade above 60% at least.

BA5001 / BA5001X    Business Decision-Making
Final coursework:              Lamberts Heating
 
Submission date:               Friday 1st may 2013
 
This coursework is worth 40% of your final mark for this module.
 
Scenario
Lamberts Heating has two main divisions: one manufacturing radiators and the other installation of central heating systems. The manufacturing arm of the company makes radiators for domestic and commercial central heating systems.  These radiators are either used by Lamberts installation division or are sold to other central heating installation companies. Lamberts Heating has rather old machinery, presently used to manufacture the radiators, that it wants to replace. The company wants both the new machinery to be in place as soon as possible and to plan the procurement and installation as soon as possible. The company has yet to decide which piece of new machinery to buy and thus does not expect to make an order for this machinery before 3rd June 2013.
Lamberts Heatings installation division supplies and fits domestic central heating systems. It uses its own radiators to obtain the materials for this, but buys in boilers and pipes from other companies. This company is keen to increase its profit margin in this division but the business of supplying domestic heating systems is very competitive at present. The company has decided that the best way to increase its profit margin is to reduce the cost of buying the boilers from a number of suppliers. It has conducted some research into the prices charged by three major suppliers: Apex Boilers, Brunswich Heating Supplies and Centrale.
 
Tasks
This coursework is in three parts. You should submit all three parts together as one document.
The first part of the document will consist of three reports: one for each part of the coursework with three appendices. These appendices will contain all the details for the work you have completed in order to write the reports. All computer input and output should also be in the appendices, as should the details of any other calculations you have made.
 
Part A: Planning and control of capital expenditure
Question / Tasks: 
 
The senior management of the Lamberts Heating are considering the replacement of one of the firm’s machines that is used to make radiators in the factory. You are one of the managers involved in this decision. You have had some discussions with other members of the senior management about this proposed investment and there appear to be three machines that the firm could purchase.
Either a:
1.    Alumier machine, a straight replacement for the present machine from the same supplier
2.    Big EZ machine from an American supplier
3.    Cial machine from Japan
The senior management team wish to carefully consider the alternatives. As a first step, it was decided to accurately estimate each of the alternative’s cash flows and the following estimated figures are available:
 

 

 

 

       Alumier

   Big EZ

Cial     

 

 

 

Machine

Machine

Machine

 

 

 

        £

      £

             £

Initial Outlay

 

500,000

500,000

500,000

 

 

 

 

 

 

Cash inflows

Year 1

 

50,000

200,000

150,000

 

2

 

100,000

150,000

150,000

 

3

 

150,000

150,000

150,000

 

4

 

150,000

50,000

150,000

 

5

 

150,000

25,000

100,000

 

6

 

170,000

25,000

50,000

 

 

 

           

           

           

 

 

 

770,000

600,000

750,000

 
 
The other members of the management team have asked you to consider each of the above alternatives, using the various methods usually employed in appraisal of capital investment decisions. You have been asked to report back to the whole team at their next meeting. Whilst other members at this meeting are also aware of usual investment appraisal methods, your report is expected to assess the above alternatives in any way that you consider is appropriate. Your report will be expected to include your recommendation of the machine to purchase, a recommendation that the team can then consider at their next meeting. Your report will also be expected to include an explanation of the strengths and weaknesses of the various methods that you have utilised in your investment appraisal. A 10% discount rate has also been recommended, the yield for each machine is expected to be calculated separately, and it is acceptable for all calculations to be worked out on a pre-tax basis.
(50 Marks)
 
Note:             
1.    All references and books, etc., consulted must be included, including any internet sites used.
 
2.    You are also expected to produce this assignment using information technology. Particularly expected for this part of the assignment would be the use of Microsoft Word and Excel, or the use of other similar word-processing and spreadsheet software to produce this coursework.
 
A successful assignment (in Part A of this assignment) might include consideration or explanation of:
§  consideration of each of the alternative proposals under at least three methods of evaluating capital investment decisions
§  comparison of the inflows and outflows for each machine under each method
§  the objective(s) of each method
§  the advantages and disadvantages (strengths and weaknesses) of each of these methods
§  consideration of any non-financial factors which may have to be considered
§  consideration of any other information you may require
§  a recommendation of one of the proposals, including the reasons for your recommendation
§  use of the expected word-processing and spreadsheet software
 
Note:     The above is illustrative, covering only the main points of the assignment.
Suggested length:    1,250  words
This part of the assignment (Part A) represents 50% of your marks on this piece of coursework
 
Part B: Scheduling the installation of the new machinery
Having decided to buy a new piece of machinery to make the radiators, Lambert Heating now has to consider the timeframe for getting the new piece of machinery up and running. This will involve you developing the project plan in terms of determining the critical path and the sequencing of the relevant activities.
The activities involved are shown in the table below with their preceding activities and their normal durations. Some of the activities can be reduced in time by using extra staff but this is at an extra cost.  The minimum duration for each activity is shown in the final column. For a number of activities, the minimum duration is the same as the normal duration as the duration of these activities cannot be reduced.
The earliest that the company expects to start the process is Monday 3rd June 2013

Activity

 

Normal Duration in weeks

Preceding activity

Minimum Duration
[Each day saved cost £200]

A:

Order new machinery

2

None

2

B:

Plan new physical layout of factory

3

None

3

C:

Determine changes needed in existing machinery

3

None

3

D

Receive new equipment

10

A

8

E

Hire new employee to supervise the operation of the new machinery

7

A

6

F

Make changes needed to accommodate new machinery

15

B

13

G:

Make changes needed in existing machinery

9

C

7

H:

Train existing employees to use new machinery

7

D,E

6

I:

Install new machinery

4

F

3

J:

Disassemble old machinery

5

G

4

K:

Conduct employee safety training on new installation

2

H,I

2

 
Please note that the company works a 5 day week:  Monday to Friday.
Task:
 
Appendix
You may complete this task manually or by using MS project.
·                Assuming that the project starts on Monday 3rd June 2013, determine the shortest duration for the entire project, using the normal duration times.  Specify the date at which the project can finish and the number of weeks required.  
·                Produce a Gantt chart showing the starting and finishing times of each activity
·                Identify which activities form the critical path(s) of the project.
·                If the project could be speeded up by a maximum of 3 weeks at a cost of £200 a day, where should this money be spent?  Produce a new network diagram to show the new critical path(s) and total duration.
 
Report
Give details of the proposed calendar of works, making it clear which activities are critical and which activities have some slack. This section should be written so that the management can understand the advice being given without reference to the work in the appendix. Give details of the starting date, the finishing date and the duration of the project.
Explain how, by spending more money, the project duration can be shortened. Explain which activities have been shortened and which activities are now critical. Give details of the starting date, the finishing date and the duration of the project. Give details of the extra cost involved in shortening the project.
 
A successful assignment (Part B of this assignment) should include:
§   Determining the shortest time in which the project can be completed using the “normal” durations
§   Determining the shortest time in which the project can be completed using the “minimum” durations
§   Producing a well-written, well-structured report that enables management to understand how to schedule the project. This report should include details of activities which must be completed on time and those for which there is some slack.
§   The costs of shortening the project time should be included in the report as should the relevant start and finishing dates.
 
 
Note:     The above is illustrative, covering only the main points of the assignment.
Suggested length:    500  words
This part of the assignment (Part B) represents 20% of your marks on this piece of coursework.
 
Part C:  Cost of procuring boilers
This part of the coursework requires you to use linear programming techniques to determine the best way to minimise the cost of supplying boilers to Lamberts Heating
As well as manufacturing radiators (as mentioned in Part A), Lamberts Heating is also reviewing the way it procures boilers to enable the installation of domestic heating systems.
The purchasing department has identified three possible suppliers of boilers; Apex, Brunswich and Centrale. It has also identified five kinds of domestic boiler that it wants to purchase so it can supply and fit these boilers to a variety of sizes of homes.
The five boilers are known and coded by Italian numbers as most are manufactured in Italy ; Uno (1), Duo (2), Tre (3), Quattro (4) and Cinque (5).
The table below gives the cost of each boiler (in £s) from each supplier. The final row of the table specifies the minimum requirement of each type of boiler per year. Please note that not all boilers are available from each supplier.
 

 

Uno

Duo

Tre

Quattro

Cinque

Apex

500

750

300

—

450

Brunswich

—

725

320

875

420

Centrale

480

775

310

900

—

Requirement
(number of boilers)

 
2000

 
1500

 
3000

 
2500

 
2200

 
There are certain limitations that have to be taken into account;
·           Apex can supply no more than 1,000 of the Tre boiler each year.
·           Brunswich can supply no more than 800 of the Duo boiler each year.
·           Centrale can supply no more than 1,800 Uno boilers each year.
Lamberts Heating wants to meet its requirement for the number of boilers needed each year at the minimum cost.
Task
You are expected to use MS Excel software for this task. However, we will accept printouts from any other Linear Programming software.
Appendix
·           Define the meaning of any decision variables you are using.
·           Formulate the situation described above as a linear programming problem.
·           Include your computer input of the problem (and show any formulae used)
·           Include the “Answer Report” and “Sensitivity Report” printouts
Report
Write a brief report to the management of Lambert Heating detailing the cheapest way of meeting their need for boilers.
This report, written in a formal style of English, should include:
·           The nature of the problem being solved
·           The suggested purchasing plan
·           The cost of the suggested purchasing plan.
·           The robustness of the plan. Provide details of the ranges of costs of boilers from each suggested supplier for which your suggested plan remains optimal, and advise the company when they will have to generate a new plan. Do not just provide lists but consider your answers in the context of the question.
·           At present, Apex can supply no more than 1,000 of the Tre boiler each year. If this limit was changed so that Apex could now supply 1,100 Tre boilers, explain what effect this would have on the total minimum cost?
A successful assignment (for Part C of this assignment) should include:
§  Well-defined decision variables and a correct formulation of the problem.
§  Appropriate use of Excel (or other software) to produce a solution to the problem.
§  Producing a well-written, well-structured report that enables management to understand how to procure boilers at the minimum price. This report should include details of your suggested purchasing plan and the cost of this plan.
§  The advice to management should also enable them to determine the range of prices for each boiler for which your purchasing plan is valid.
§  The implications of the increased capacity to supply by Apex should be clearly described.
 
Note:     The above is illustrative, covering only the main points of the assignment.
Suggested length:    500  words
This part of the assignment (Part C) represents 30% of your marks on this piece of coursework.

Exp19_access_ch04_ml2 benefit auction 1.0

 Exp19_Access_Ch04_ML2 Benefit Auction 1.0
  
Project Description:
You are helping to organize a benefit auction to raise money for families who lost their homes in a natural disaster. The information for the auction is currently stored in an Excel spreadsheet, but you have volunteered to import it to Access. You will create a database that will store the data from Excel in an Access database. You will create a form to manage the data-entry process. You also create two reports: one that lists the items collected in each category and one for labels so you can send the donors a thank-you letter after the auction.
     
Start Access. Open the downloaded   Access file named Exp19_Access_Ch4_ML2_Auction.accdb. Grader has automatically added   your last name to the beginning of the filename. Save the file to the   location where you are storing your files.
 
Open   the Items table in Design view.   Change the ID Field Name to ItemID.   Add a second field named Description.   Accept Short Text as the data type   for the Description field and change the field size to 50.
 
Enter   the remaining field names in the table (in this order): DateOfDonation, Category,   Price, DonorName,   DonorAddress1, and then DonorAddress2.   Change the data type of the DateOfDonation field to Date/Time and the Price field to Currency. Accept Short Text   as the data type for the remaining fields.
 
Open   Excel, and then open the file Items.xlsx.   Examine the length of the Category, DonorAddress1, and DonorAddress2 columns.   Return to Access. Change the field size for the Category to 15,   DonorAddress1 to 25, and DonorAddress2 to 30.   Save the table, and switch to Datasheet view.
 
Copy   and paste the 26 rows from the Excel spreadsheet into the Items table.   AutoFit all of the column widths so all data is visible. Save and close the   table.
 
Verify   that the Items table is selected in the Navigation Pane. Create a new form   using the Form tool.
 
Select   all of the fields and labels in the Detail section of the form. Change the   layout of the form to a Tabular Layout. With all of the fields selected,   switch to Design view and use the Property Sheet to set their widths to 1.3. Change the width of the ItemID,   Category, and Price columns to 0.75.
 
Add   conditional formatting so that each Price that is greater than 90   has a font color of Green (in the   first row, under Standard Colors). (Hint:   Search Conditional Formatting in the Tell me box). Save the form as Auction Items   Form.
 
Switch   to Form view and create a new record. Enter iPad   as the Description; 12/31/2018   as the DateOfDonation; House   as the Category; $400   as the Price; Staples   as the DonorName; 500 Market St   as the DonorAddress1; and Brick, NJ 08723   as the DonorAddress2.
 
Add   a sort to the form, so the lowest priced items display first. Save and close   the form.
 
Select   the Items table in the Navigation Pane and create a report using the Report   Wizard. Include all fields except the two donor address fields, group by   Category, include the Sum of Price as a Summary Option, accept the default   layout, and then save the report Auction Items by   Category.
 
Switch   to Layout view. Resize the DateOfDonation   control so that the left edge of the control aligns with the left edge of   the column label. Select   the Price and Sum of Price controls and increase the width to 0.75. Select any value in the DonorName column and drag the left   edge of the controls to the right to decrease the width of the column.   Preview the report to verify the column widths are correct.
 
Switch   to Layout view, and then sort the report so the least expensive item is displayed   first in each group. Save and close the report.
 
Select   the Items table in the Navigation   Pane. Create mailing labels based on the Avery 5660 template. (Hint: Search Labels in the Tell me box and then click the Labels tool in the results.) Place DonorName on the first line, DonorAddress1   on the second line, and DonorAddress2   on the third line. Sort the labels by DonorName.   Name the report Donor Labels.   After you create the labels, display them in Print Preview mode to verify   that all values will fit onto the label template. Close the label report.
 
Close   all database objects. Close the database and then exit Access. Submit the   database as directed.

Ifsm 2 | Computer Science homework help

There are several ethical theories described in Module 1: Ethical Theories.    Module 2: Methods of Ethical Decision Making, describes frameworks for ethical analysis. For this paper, students will use the Reynolds Seven-Step approach to address the following:
Each of Reynolds seven steps must be a major heading in your paper.

Workplace Issue.

Privacy on the Web. What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.

Personal Data Privacy Regulations in Other Countries. Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union.  This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-Business over the Internet. (Note: new proposed regulations are under review in Europe.)

Spam. Describe new technical solutions and the current state of regulation. Consider the relevance of freedom of speech. Discuss the roles of technical and legislative solutions.

Computer-Based Crimes. Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.

Government surveillance of the Internet. The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea? Many issues are cropping up daily in our current periodicals!

The Digital Divide. Does it exist; what does it look like; and, what are the ethical considerations and impact?

Privacy in the Workplace: Monitoring Employee Web and E-Mail Use. What are current opinions concerning monitoring employee computer use. What policies are employers using? Should this be authorized or not? Policies are changing even now!

Medical Privacy. Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient?  There are new incentives with federal stimulus financing for health care organizations to develop and implement digital health records.

Software piracy. How many of you have ever made an unauthorized copy of software, downloaded software or music (free or for a fee), or used copyrighted information without giving proper credit or asking permission? Was this illegal or just wrong? How is this being addressed?

Predictions for Ethical IT Dilemma in 2020. What is your biggest worry or your prediction for ethical concerns of the future related to information technology?

Consumer Profiling. With every purchase you make, every Web site you visit, your preferences are being profiled. What is your opinion regarding the legal authority of these organizations to collect and aggregate this data?

Biometrics Ethics. Your fingerprint, retinal-vessel image, and DNA map can exist entirely as a digital image in a computer, on a network, or in the info-sphere.  What new and old ethical problems must we address?

Ethical Corporations. Can corporations be ethical? Why or why not?

Social Networking.  What are some of the ethical issues surrounding using new social networks?  How are these now considered for business use?  What are business social communities?  Are new/different protections and security needed for these networks?

Gambling in Cyberspace.  Is it legal? Are there national regulations and/or licensing? What are the oversight and enforcement requirements? Are there international implications? What are the social and public health issues?

Pornography in Cyberspace For example, the U.S. Supreme Court ruling protecting as free speech computer-generated child pornography

Medicine and Psychiatry in Cyberspace.  Some considerations include: privacy issues; security; third-party record-keeping; electronic medical records; access to information, even by the patient (patient rights); access to information by outsiders without patient knowledge; authority to transfer and/or share information. Are there any policies proposed by professional organizations?

Counterterrorism and Information Systems Your protection versus your rights

Open-source Software versus Closed-source Software Ethical ramifications and impact on intellectual property law

Creative Commons Licenses How do they work and what are the legal and ethical impacts and concerns?

Universal ID Card.  What is the general position of the U.S. government about issuing each individual a unique ID Card? Which individual U.S. government agencies have already provided a unique ID Card? What steps have been taken to include individual ID information electronically in passports? How is privacy and security provided?

Federal and State Law Enforcement’s Role to enforce computer-based crime.

7-3 project two submission | Statistics homework help

  
Competency
In this project, you will demonstrate your mastery of the following competency:

Apply statistical techniques to address research      problems
Perform hypothesis testing to address an authentic      problem

Overview
In this project, you will apply inference methods for means to test your hypotheses about the housing sales market for a region of the United States. You will use appropriate sampling and statistical methods.
Scenario
You have been hired by your regional real estate company to determine if your region’s housing prices and housing square footage are significantly different from those of the national market. The regional sales director has three questions that they want to see addressed in the report:
1. Are housing prices in your regional market higher than the national market average?
2. Is the square footage for homes in your region different than the average square footage for homes in the national market?
3. For your region, what is the range of values for the 95% confidence interval of square footage for homes in your market?
You are given a real estate data set that has houses listed for every county in the United States. In addition, you have been given national statistics and graphs that show the national averages for housing prices and square footage. Your job is to analyze the data, complete the statistical analyses, and provide a report to the regional sales director. You will do so by completing the Project Two Template located in the What to Submit area below.
Directions
Introduction
1. Purpose: What was the purpose of your analysis, and what is your approach?
a. Define a random sample and two hypotheses (means) to analyze.
2. Sample: Define your sample. Take a random sample of 100 observations for your region.
a. Describe what is included in your sample (i.e., states, region, years or months).
3. Questions and type of test: For your selected sample, define two hypothesis questions and the appropriate type of test hypothesis for each. Address the following for each hypothesis:
a. Describe the population parameter for the variable you are analyzing.
b. Describe your hypothesis in your own words.
c. Describe the inference test you will use.
i. Identify the test statistic.
4. Level of confidence: Discuss how you will use estimation and conference intervals to help you solve the problem.
1-Tail Test
1. Hypothesis: Define your hypothesis.
a. Define the population parameter.
b. Write null (Ho) and alternative (Ha) hypotheses.
c. Specify your significance level.
2. Data analysis: Analyze the data and confirm assumptions have not been violated to complete this hypothesis test.
a. Summarize your sample data using appropriate graphical displays and summary statistics.
i. Provide at least one histogram of your sample data.
ii. In a table, provide summary statistics including sample size, mean, median, and standard deviation.
iii. Summarize your sample data, describing the center, spread, and shape in comparison to the national information.
b. Check the conditions.
i. Determine if the normal condition has been met.
ii. Determine if there are any other conditions that you should check and whether they have been met.
3. Hypothesis test calculations: Complete hypothesis test calculations, providing the appropriate statistics and graphs.
a. Calculate the hypothesis statistics.
i. Determine the appropriate test statistic (t).
ii. Calculate the probability (p value).
4. Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.
a. Relate the p value and significance level.
b. Make the correct decision (reject or fail to reject).
c. Provide a conclusion in the context of your hypothesis.
2-Tail Test
a. Hypotheses: Define your hypothesis.
1. Define the population parameter.
2. Write null and alternative hypotheses.
3. State your significance level.
b. Data analysis: Analyze the data and confirm assumptions have not been violated to complete this hypothesis test.
a. Summarize your sample data using appropriate graphical displays and summary statistics.
i. Provide at least one histogram of your sample data.
ii. In a table, provide summary statistics including sample size, mean, median, and standard deviation.
iii. Summarize your sample data, describing the center, spread, and shape in comparison to the national information.
b. Check the assumptions.
i. Determine if the normal condition has been met.
ii. Determine if there are any other conditions that should be checked on and whether they have been met.
Hypothesis test calculations: Complete hypothesis test calculations, providing the appropriate statistics and graphs.
. Calculate the hypothesis statistics.
i. Determine the appropriate test statistic (t).
ii. Determine the probability (p value).
Interpretation: Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.
. Relate the p value and significance level.
a. Make the correct decision (reject or fail to reject).
b. Provide a conclusion in the context of your hypothesis.
Comparison of the test results: See Question 3 from the Scenario section.
. Calculate a 95% confidence interval. Show or describe your method of calculation.
a. Interpret a 95% confidence interval.
Final Conclusions
1. Summarize your findings: Refer back to the Introduction section above and summarize your findings of the sample you selected.
2. Discuss: Discuss whether you were surprised by the findings. Why or why not?
What to Submit
To complete this project, you must submit the following:
https://learn.snhu.edu/content/enforced/679729-MAT-240-H4712-OL-TRAD-UG.21EW4/course_documents/MAT%20240%20National%20Statistics%20and%20Graphs.pdf?_d2lSessionVal=sTbDFrUJ2uF7YvTG12GnHYkMbou=679729

U10 final | Nursing homework help

Professional Development Portfolio 
Your Professional Development Portfolio will be a compilation of specific artifacts that should be suitable to present at a job interview or performance review. 
This component demonstrates your proficiency in program outcomes 5, and 9.
Program Outcome 5: Communication: Communicate effectively with all members of the healthcare team, including interdepartmental and interdisciplinary collaboration for quality outcomes.
Program Outcome 9: Professional Role: Incorporate the qualities, skills, behaviors, and knowledge required to function as a patient advocate, practice high quality care, assess and evaluate patient outcomes, and provide leadership in improving care.Compile your artifacts from the four previous assignments into a professional portfolio that you might share with a prospective employer, or a supervisor or manager. 
Imagine that you are either applying for a new position, advocating for a new role, or preparing for a year-end review. When applying for a new position, or advocating for a new role, it is helpful to anticipate the sorts of things a decision maker might be looking for in evaluating you for that particular position or role and to rehearse your responses.
Prepare a written summary of your proficiency in the format of interview questions and answers as follows:
Briefly describe a position, role, or project you would like to apply for or participate in. (I WANT TO BE A LABOR AND DELIVERY NURSE)
Alternately, imagine that you are preparing for a performance evaluation. List the questions that you imagine you might be posed. 
Respond to each question, highlighting accomplishments from your portfolio that demonstrate your level of competence.
Continue with a succinct summary of the qualities, skills, behaviors, and knowledge your bring to the tasks of patient advocacy, the practice of high quality care, the ability to assess and evaluate patient outcomes, and the leadership skills needed to provide improved patient care. (This should be 1–2 paragraphs in length.)
Conclude with a statement that reflects your understanding of the role of lifelong learning in your career goals.
Requirements: Times New Roman font, 12 pt. Double-spaced.
 
Print Professional Development Portfolio Scoring Guide
Due Date: End of Unit 10. Percentage of Course Grade: 15%.                 Professional Development Portfolio Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Identify interview questions that are congruent with desired nursing role or project. 25%   Does not identify interview questions that are congruent with desired nursing role or project. Identifies interview questions but they are not congruent with desired nursing role or project. Identifies interview questions that are congruent with desired nursing role or project. Identifies interview questions that are congruent with desired nursing role or project. Includes mix of behavioral and competency-based questions. Provide reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors, and knowledge. 25%   Does not provide reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors and knowledge, for interview questions. Provides answers but they are limited in illustrating professional nursing qualities, behaviors, and knowledge. Provides reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors and knowledge. Provides reflective answers to interview questions that illustrate professional nursing qualities, skills, behaviors and knowledge. Answers are supported by brief examples. Summarize personal professional qualities, leadership skills, behaviors, and knowledge that contribute to patient safety, patient advocacy, and patient assessment. 25%   Does not summarize personal professional qualities, leadership skills, behaviors and knowledge that contribute to patient safety, patient advocacy, and patient assessment. Summarizes personal professional qualities, leadership skills, behaviors and knowledge, but does not connect to patient safety, patient advocacy, and patient assessment. Summarizes personal professional qualities, leadership skills, behaviors and knowledge that contribute to patient safety, patient advocacy, and patient assessment. Summarizes personal professional qualities, leadership skills, behaviors and knowledge that contribute to patient safety, patient advocacy, and patient assessment. Discusses contribution to potential role or project. Write a statement that reflects personal understanding of lifelong learning throughout career. 20%   Does not write a statement that reflects personal understanding of lifelong learning throughout career. Writes a statement but is unclear about personal understanding of lifelong learning throughout career. Writes a statement that reflects personal understanding of lifelong learning throughout career. Writes a statement that reflects personal understanding of lifelong learning throughout career. Discusses personal plan to continue learning. Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. 5%   Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics. Writes clearly and logically, with correct use spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.  

Read the document and answer the questions

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  SECONDARY SOURCES
In this selection, historian George Fredrickson assesses a number of interpretations about the outcome of the Civil War that emphasize the Norths advantages. He also builds his own case for the triumph of the
Union, a kind of grand synthesis or theory. Note why Fredrickson thinks explana­ tions that emphasize the Norths advantages are flawed. Also consider his argu­ ment that Southern military leaders were rigid and conservative and how it relates to his overall theory about the reason for the Unions triumph. Does Fredrickson find the answer to the Norths victory on the battlefield or on the home front? Does he make a connection between the way each side fought the war and the respective home fronts? Finally, what role does slavery play in his analysis?
Blue over Gray: Sources of Success and Failure in the Civil War (1975)
GEORGE M. FREDRICKSON
Historians have expended vast amounts of time, energy, and ingenuity searching for the causes and consequences of the Civil War. Much less effort has been devoted to explaining the outcome of the war itself. Yet the ques­ tion is obviously important. One only has to imagine how radically different the future of North America would have been had the South won its per­ manent independence. It is also possible that a full comparison of how the two sides responded to the ultimate test of war will shed reflex light on both the background and legacy of the conflict. If northern success and southern failure can be traced to significant differences in the two societies as they existed on the eve of the war, then we may have further reason for locating the origins of the war in the clash of divergent social systems and ideologies.
If the relative strengths of the North in wartime were rooted in the character of its society, then the sources of northern victory would foreshadow, to some extent at least, the postwar development of a nation reunited under northern hegemony
A number of plausible explanations of why the North won have been advanced. The problem with most of them is not that they are wrong but that they are partial or incomplete.
Perhaps the most widely accepted explanation of why the North won and the South lost derives from the time-honored proposition that God is on the side of the heaviest battalions. The Norths advantages in manpower, resources, and industrial capacity were clearly overwhelming. According to the census of 1860, the Union, not counting the contested border states of Missouri and Kentucky, had a population of approximately 20,275,000. The Confederacy, on the other hand, had a white population of only about 5,500,000. If we include the 3,654,000 blacks, the total population of the eleven Confeder­ ate states adds up to slightly more than 9,000,000. Even if we consider the black population an asset to the Confederacy in carrying on a war for the preservation of slavery, the North still ends up with a more than two-to-one advantage in population. There was an even greater differential in readily available manpower of military age; the northern advantage in this respect was well in excess of three-to-one. In industrial capacity, the Union had an enormous edge. In 1860, the North had approximately 110,000 manufactur­ ing establishments manned by about 1,300,000 workers, while the South had only 18,000 establishments with 110,000 workers. Thus for every southern industrial worker the North had a factory or workshop! Finally, in railroad mileage, so crucial to the logistics of the Civil War, the North possessed over seventy percent of the nations total of 31,256 miles.
With such a decisive edge in manpower, industrial plant, and transporta­tion facilities, how, it might well be asked, could the North possibly have lost? Yet history shows many examples of the physically weaker side win­ ning, especially in wars of national independence. The achievement of Dutch independence from Spain in the seventeenth century, the colonists success in the American Revolution, and many wars of national liberation in the twentieth century, including the Algerian revolution and the long struggle for Vietnamese self-determination, provide examples of how the physically weaker side can prevail.. ..
Recognizing the insufficiency of a crude economic or demographic expla­ nation, some historians have sought psychological reasons for the Confeder­ ate defeat. It has been argued that the South whipped itself because it did not believe strongly enough in its cause. While the North could allegedly call on the full fervor of American nationalism and antislavery idealism, the South was saddled with the morally dubious enterprise of defending slavery and was engaged in breaking up a union of hallowed origin for which many southerners still had a lingering reverence. It has even been suggested that large numbers of loyal Confederates had a subconscious desire to lose the war. The northern victory is therefore ascribed to the fact that the North had a better cause and thus higher morale; the breakdown in the Souths will to win is seen as the consequence of a deep ambivalence about the validity of the whole Confederate enterprise.
This thesis is highly speculative and not easily reconciled with the overall pattern of pro-Confederate sentiment and activity. It would seem to under­ estimate or even to belittle the willingness of large numbers of southerners to fight and die for the Confederacy. No northerner who fought the Rebs at places such as Shiloh, Antietam, and Gettysburg would have concluded that the South really wanted to lose.
On the surface at least, it seems harder to explain what made the northern cause so compelling. Contrary to antislavery mythology, there is little evi­ dence to sustain the view that a genuinely humanitarian opposition to black servitude ever animated a majority of the northern population. Most north­ erners defined their cause as the preservation of the Union, not the emanci­ pation of the slaves. This was made explicit in a joint resolution of Congress, passed overwhelmingly in July 1861, denying any federal intention to interfere with the domestic institutions of the southern states. But when considered simply as a formal ideology, Unionism seems too abstract and remote from the concrete interests of ordinary people to have sustained . . . the enthusi­asm necessary for such a long and bloody conflict. In any case, the a priori proposition that the North had a more compelling cause, and therefore one that was bound to generate higher morale, seems questionable.
Morale in both sections fluctuated in direct response to the fortunes of war. Throughout the conflict, morale seems to have been more a function of military victory and success than a cause of it. Furthermore, any compari­ son involving the will to win of the respective sides cannot ignore the dif­ ferent situations that they faced. Except for Lees brief forays into Maryland and Pennsylvania, the northern people never had to suffer from invasion of their own territory. Whether the Norths allegedly superior morale and determination would have stood up under pressures equivalent to those experienced by the South will never be known. But we do know that the resolve of the North came dangerously close to breaking in the summer of 1864, at a time when its territory was secure, its economy booming, and its ultimate victory all but assured. At exactly the same time, the South was girding for another nine months of desperate struggle despite economic collapse and the loss of much of its territory. Such a comparison hardly sup­ ports the thesis that the North excelled the South in its will to win.
Some have attributed the Norths success in outlasting the South to its superior leadership. One distinguished historian has even suggested that if the North and South had exchanged Presidents the outcome of the war would have been reversed. As a wartime President, Lincoln was unques­ tionably superior to Davis. A master politician, Lincoln was able through a combination of tact and forcefulness to hold together the bitterly antagonis­ tic factions of the Republican party. . . . But perhaps Lincolns greatest suc­ cesses came in his role as commander in chief of the armed forces. Although lacking military training and experience, he had a good instinctive grasp of broad strategic considerations. Furthermore, he knew that he had neither the time nor the tactical ability to take direct charge of military operations and wisely refrained from interfering directly with his generals except when their excessive caution or incompetence gave him no choice. Lincolns primary objective was to find a general who had a comprehensive view of strategic needs, a willingness to fight, and consequently the ability to take full charge of military activity. In late 1863, he found the right man and without hesita­ tion turned the entire military effort over to General Grant, who proceeded to fight the war to a successful conclusion. In innumerable ways, Lincoln gave evidence of his common sense, flexibility, and willingness to learn from experience. Although not the popular demigod he would become after his assassination, he did provide inspiration to the North as a whole. Many who had been critical of Lincoln at the start of the war, seeing him merely as a rough, inexperienced, frontier politician, came to recognize the quality of his statesmanship. Furthermore, his eloquence at Gettysburg and in the Second Inaugural helped to give meaning and resonance to the northern cause.
The leadership of Davis was of a very different caliber. The Confederate President was a proud, remote, and quarrelsome man with a fatal passion for always being in the right and for standing by his friends, no matter how in­ competent or unpopular they turned out to be. He fought constantly with his cabinet and sometimes replaced good men who had offended him with second- raters who would not question his decisions. . .. Most southern newspapers were virulently anti-Davis by the end of the war. Particularly harmful was Davis military role. Because he had commanded forces in the Mexican war and served as Secretary of War of the United States, he thought of himself as qualified to direct all phases of operations. This belief in his own military genius, combined with a constitutional inability to delegate authority, led to excessive interference with his generals and to some very questionable strate­gic decisions. Unlike Lincoln, he lost touch with the political situation, and he failed to provide leadership in the critical area of economic policy. In the end, one has a picture of Davis tinkering ineffectually with the Souths military machine while a whole society was crumbling around him.
It appears the North had a great war leader, and the South a weak one. Can we therefore explain the outcome of the Civil War as an historical ac­ cident, a matter of northern luck in finding someone who could do the job and southern misfortune in picking the wrong man? Before we come to this beguilingly simple conclusion, we need to take a broader look at northern and southern leadership and raise the question of whether the kind of lead­ ership a society produces is purely accidental. If Lincoln was a great leader of men, it was at least partly because he had good material to work with. Seward was in some ways a brilliant Secretary of State; Stanton directed the War Department with great determination and efficiency; and even Chase, despite his awkward political maneuvering, was on the whole a competent Secretary of the Treasury. . . . The North, it can be argued, had not simply one great leader but was able during the war to develop competent and ef­ ficient leadership on almost all levels. Such a pattern could hardly have been accidental; more likely it reveals something about the capacity of northern society to produce men of talent and initiative who could deal with the unprecedented problems of a total war. In the Confederacy, the situation was quite different. Among the Souths generals there of course were some brilliant tactical commanders. Their suc­ cesses on the battlefield were instrumental in keeping the Confederacy afloat for four years. But, in almost all other areas, the South revealed a sad lack of capable leadership.
The contrast in leadership, therefore, would seem to reflect some deeper differences of a kind that would make one section more responsive than the other to the practical demands of fighting a large-scale war. Since both soci­ eties faced unprecedented challenges, success would depend to a great ex­ tent on which side had the greater ability to adjust to new situations.
Lincoln himself set the pattern for precedent-breaking innovation. Whenever he felt obligated to assume extra-constitutional powers to deal with situations unforeseen by the Constitution, he did so with little hesitation. After the out­ break of the war and before Congress was in session to sanction his actions, he expanded the regular army, advanced public money to private individu­ als, and declared martial law on a line from Washington to Philadelphia. On September 24,1862, again without Congressional authorization, he extended the jurisdiction of martial law and suspended the writ of habeas corpus in all cases of alleged disloyalty. The Emancipation Proclamation can also be seen as an example of extra-constitutional innovation. Acting under the amor­phous concept of the war powers of the President, Lincoln struck at slavery primarily because military necessity dictated new measures to disrupt the economic and social system of the enemy.
The spirit of innovation was manifested in other areas as well. In Grant and Sherman the North finally found generals who grasped the nature of modern war and were ready to jettison outworn rules of strategy and tactics. In his march from Atlanta to the sea in the fall of 1864, Sherman introduced for the first time the modern strategy of striking directly at the enemys domes­ tic economy. The coordinated, multipronged offensive launched by Grant in 1864, of which Shermans march was a critical component, was probably the biggest, boldest, and most complex military operation mounted anywhere before the twentieth century. Grant, like Lincoln, can be seen as embodying the Norths capacity for organization and innovation.
Businessmen also responded to the crisis and found that what was patriotic could also be highly profitable. There were the inevitable frauds perpetrated on the government by contractors, but more significant was the overall suc­ cess of the industrial system in producing the goods required. No small part of this success was due to the willingness of businessmen, farmers, and government procurement officials to think and act anew by organizing themselves into larger and more efficient units for the production, transpor­ tation, and allocation of goods.
It would be an understatement to say that the South demonstrated less capacity than the North for organization and innovation. In fact, the Souths most glaring failures were precisely in the area of coordination and collective adaptation to new conditions. The Confederacy did.of course manage to put an army in the field that was able to hold the North at bay for four years. . . . [But] Southern successes on the battlefield were in no real sense triumphs of organization or innovation. Before the rise of Grant and Sherman, most Civil War battles were fought according to the outdated tactical principles that generals on both sides had learned at West Point. In these very conventional battles, the South had the advantage because it had the most intelligent and experienced of the West Pointers. Since everyone played by the same rules, it was inevitable that those who could play the game best would win. When the rules were changed by Grant and Sherman, the essential conservatism and rigidity of southern military leadership became apparent.
Besides being conventional in their tactics, southern armies were notori­ ously undisciplined; insubordination was an everyday occurrence and de­ sertion eventually became a crippling problem. There were so many men absent without leave by August 1,1863, that a general amnesty for deserters had to be declared. For full effectiveness, southern soldiers had to be com­ manded by generals such as Robert E. Lee and Stonewall Jackson, charis­ matic leaders who could command the personal loyalty and respect of their men. The idea of obeying an officer simply because of his rank went against the southern grain.
Although the army suffered from the excessive individualism of its men and the narrow traditionalism of its officers, these defects were not fatal un­ til very late in the war, mainly because it took the North such a long time to apply its characteristic talent for organization and innovation directly to military operations. But on the southern home front similar attitudes had disastrous consequences almost from the beginning. In its efforts to mobilize the men and resources of the South, the Confederate government was con­ stantly hamstrung by particularistic resistance to central direction and by a general reluctance to give up traditional ideas and practices incompatible with the necessities of war.
Particularism was manifested most obviously in the refusal of state gov­ ernments to respond to the needs of the Confederacy. The central govern­ ment was rudely rebuffed when it sought in 1861 to get the states to give up control over the large quantity of arms in their possession. The states held back for their own defense most of the 350,000 small arms that they held. The Confederacy, initially able to muster only 190,000 weapons, was forced to turn down 200,000 volunteers in the first year of the war because it could not arm them. The states also held back men.
. . . [T]he slaveholding planters, taken as a group, were no more able to rise above narrow and selfish concerns than other segments of southern soci­ ety. Because of their influence, the Confederacy was unable to adopt a sound financial policy; land and slaves, the main resources of the South, remained immune from direct taxes. As a result, the government was only able to raise about one percent of its revenue from taxation; the rest came from loans and the printing of vast quantities of fiat paper money. The inevitable consequence was the catastrophic runaway inflation that made Confederate money al­ most worthless even before the government went out of existence.
What was there about the culture and social structure of the North that made possible the kinds of organizational initiatives and daring innovations that have been described? What was there about southern society and cul­ ture that explains the lack of cohesiveness and adaptability that doomed the Confederacy? Answers to such questions require some further understand­ ing of the differences in northern and southern society on the eve of the war, especially as these differences related to war-making potential.
A fuller comprehension of what social strengths and weaknesses the two sides brought to the conflict can perhaps be gained by borrowing a well-known concept from the social sciences—the idea of modernization. Sociologists and political scientists often employ this term to describe the interrelated changes that occur when a whole society begins to move away from a tradi­ tional agrarian pattern toward an urban-industrial system.
[One] theorist has provided a simple rule of thumb to gauge the extent of modernization in various societies: the higher the proportion of energy derived from inanimate sources, as opposed to the direct application of hu­ man and animal strength, the more modernized the society. Modernization therefore has its intellectual foundations in a rationalistic or scientific world view and a commitment to technological development.
By any definition of this process, the North was relatively more modern­ ized than the South in 1861. To apply one of the most important indices of modernization, thirty-six percent of the Northern population was already urban as compared to the Souths nine and six-tenths percent. As we have already seen, there was an even greater gap in the extent of industrialization. Furthermore, the foundations had been laid in the northern states for a rapid increase in the pace of modernization. The antebellum transportation revo­ lution had set the stage for economic integration on a national scale, and the quickening pace of industrial development foreshadowed the massive and diversified growth of the future. Because of better and cheaper transportation, new markets, and a rise in efficiency and mechanization, midwestern agricul­ ture was in a position to begin playing its modern role as the food-producing adjunct to an urban-industrial society. Literacy was widespread and means of mass communication, such as inexpensively produced newspapers, pam­ phlets, and books, were available for mobilizing public opinion. In short, given the necessary stimulus and opportunity, the North was ready for a great leap forward in the modernization process.
The South, on the other hand, had little potentiality for rapid modernization. Overwhelmingly agricultural and tied to the slave plantation as its basic unit of production, it had many of the characteristics of what today would be called an underdeveloped society. Like such societies, the Old South had what amounted to a dual economy: a small modern or capitalistic sec­ tor, profitably producing cotton and other commodities for export, coexisted with a vast traditional sector, composed of white subsistence farmers and black slaves.
The two main segments of the white South were united neither by a sense of common economic interests nor by a complete identity of social and political values. But the presence of millions of black slaves did make possible a per­ verse kind of solidarity. Fear of blacks, and more specifically of black eman­ cipation, was the principal force holding the white South together. Without it, there could have been no broadly based struggle for independence.
The planter and the non-slaveholding farmer had one other charac­ teristic in common besides racism; in their differing ways, they were both extreme individualists. The planters individualism came mainly from a lifetime of commanding slaves on isolated plantations. Used to unques­ tioned authority in all things and prone to think of himself as an aristocrat, he commonly exhibited an indomitable sense of personal independence. The non-slaveholder, on the other hand, was basically a backwoodsman who combined the stiff-necked individualism of the frontier with the arrogance of race that provided him with an exaggerated sense of his personal worth. Southern whites in general therefore were conditioned by slavery, racism, and rural isolation to condone and even encourage quasi-anarchic patterns of behavior that could not have been tolerated in a more modernized society with a greater need for social cohesion and discipline.
Such an attitude was obviously incompatible with the needs of a mod­ ernizing society for cooperation and collective innovation. Furthermore, the divorce of status from achievement made it less likely that competent leaders and organizers would emerge. Particularism, localism, and extreme individualism were the natural outgrowth of the Souths economic and social system. So was resistance to any changes that posed a threat to slavery and racial domination.
. . . [S]outhern politics, despite its high level of popular involvement, remained largely the disorganized competition of individual office seekers. Those who won elections usually did so either because they were already men of weight in their communities or because they came off better than their rivals in face-to-face contact with predominantly rural voters. In the North by 1861, politics was less a matter of personalities and more an imper­ sonal struggle of well-organized parties. In urban areas, the rudiments of the modern political machine could already be perceived.
The fact that the South was economically, socially, and politically less developed or modernized than the North in 1861 may not by itself fully explain why war had to come, but it does provide a key to understanding why the war had to turn out the way it did.
As it was, the only course open to southern leaders during the war was in effect a crash program of modernization in an attempt to neutralize the immense advantages of the North. When we consider the cultural heritage and economic resources they had to work with, their achievements went beyond what might have been expected. But the South had far too much ground to make up, and persisting rigidities, especially as manifested in the die-hard commitment to localism, racism, and plantation slavery, consti­ tuted fatal checks on the modernizing impulse.
The North, on the other hand, not only capitalized on its initial advan­ tages during the war but was able to multiply them. In fact, the conflict it­ self served as a catalyst for rapid development in many areas. Modernizing trends that had begun in the prewar period came to unexpectably rapid frui­ tion in a way that both compounded the Norths advantage in the conflict and helped set the pattern for postwar America.
The preceding essay examines differences between Northern and South­ ern society. In the following selection, historian James McPherson focuses on the military turning points. Note how he attempts to disprove other interpretations about the wars outcome. Also pay particular attention to how he tries to demonstrate that individual battles affected the will to fight. What would George Fredrickson, the author of the previous selection, have said about
the reasons for the outcome of crucial Civil War turning points?
     *Why the North Won (1988)
james m. McPherson
[A] persistent question has nagged historians and mythologists alike: if . . . Robert [E. Lee] was such a genius and his legions so invincible, why did they lose? The answers, though almost as legion as Lees soldiers, tend to group themselves into a few main categories. One popular answer has been phrased, from the northern perspective, by quoting Napoleons apho­ rism that God was on the side of the heaviest battalions. For southerners this explanation usually took some such form as these words of a Virginian: They never whipped us, Sir, unless they were four to one. If we had had anything like a fair chance, or less disparity of numbers, we should have won our cause and established our independence. The North had a poten­ tial manpower superiority of more than three to one (counting only white men) and Union armed forces had an actual superiority of two to one dur­ ing most of the war. In economic resources and logistical capacity the north­
ern advantage was even greater. Thus, in this explanation, the Confederacy fought against overwhelming odds; its defeat was inevitable.
But this explanation has not satisfied a good many analysts. History is replete with examples of peoples who have won or defended their indepen­ dence against greater odds: the Netherlands against the Spain of Philip II; Switzerland against the Hapsburg Empire; the American rebels of 1776 against mighty Britain; North Vietnam against the United States of 1970. Given the advantages of fighting on the defensive in its own territory with interior lines in which stalemate would be victory against a foe who must invade, conquer, occupy, and destroy the capacity to resist, the odds faced by the South were not formidable. Rather, as another category of interpreta­ tions has it, internal divisions fatally weakened the Confederacy: the state­ rights conflict between certain governors and the Richmond government; the disaffection of non-slaveholders from a rich mans war and poor mans fight; libertarian opposition to necessary measures such as conscription and the suspension of habeas corpus; the lukewarm commitment to the Con­ federacy by quondam* Whigs and unionists; the disloyalty of slaves who defected to the enemy whenever they had a chance; growing doubts among slaveowners themselves about the justice of their peculiar institution and their cause. So the Confederacy succumbed to internal rather than external
causes, according to numerous historians. The South suffered from a weak­ ness in morale, a loss of the will to fight. The Confederacy did not lack the means to continue the struggle, but the will to do so.
In any case the internal division and lack of will explanations for Confederate defeat, while not implausible, are not very convincing either. The problem is that the North experienced similar internal divisions, and if the war had come out differently the Yankees lack of unity and will to win could be cited with equal plausibility to explain that outcome.
Nevertheless the existence of internal divisions on both sides seemed to neutralize this factor as an explanation for Union victory, so a number of histo­ rians have looked instead at the quality of leadership both military and civil­ ian. There are several variants of an interpretation that emphasizes a gradual development of superior northern leadership. In Beauregard, Lee, the two Johnstons [Albert Sidney and Joseph Eggleston], and [Stonewall] Jackson the South enjoyed abler military commanders during the first year or two of the war, while Jefferson Davis was better qualified by training and experience than Lincoln to lead a nation at war. But Lees strategic vision was limited to the Virginia theater, and the Confederate government neglected the West,
where Union armies developed a strategic design and the generals to carry it out, while southern forces floundered under incompetent commanders who lost the war in the West. By 1863, Lincolns remarkable abilities gave him a wide edge over Davis as a war leader, while in Grant and Sherman the North acquired commanders with a concept of total war and the necessary deter­ mination to make it succeed. At the same time, in [Secretary of War] Edwin
* Former.
M. Stanton and [Quartermaster General] Montgomery Meigs, aided by the entrepreneurial talent of northern businessmen, the Union developed supe­ rior managerial talent to mobilize and organize the Norths greater resources for victory in the modern industrialized conflict that the Civil War became.
This interpretation comes closer than others to credibility. Yet it also com­ mits the fallacy of reversibility—that is, if the outcome had been reversed some of the same factors could be cited to explain Confederate victory.
Most attempts to explain southern defeat or northern victory lack the dimension of contingency—the recognition that at numerous critical points during the war things might have gone altogether differently. Four major turning points defined the eventual outcome. The first came in the summer of 1862, when the counter-offensives of Jackson and Lee in Virginia and Bragg and Kirby Smith in the West arrested the momentum of a seemingly imminent Union victory. This assured a prolongation and intensification of the conflict and created the potential for Confederate success, which appeared imminent before each of the next three turning points.
The first of these occurred in the fall of 1862, when battles at Antietam and Perryville threw back Confederate invasions, forestalled European mediation and recognition of the Confederacy, perhaps prevented a Democratic victory in the northern elections of 1862 that might have inhibited the governments ability to carry on the war, and set the stage for the Emancipation Proclamation which enlarged the scope and purpose of the conflict. The third critical point came in the summer and fall of 1863 when [Union victories at] Gettysburg, Vicksburg, and Chattanooga turned the tide toward ultimate northern victory.
One more reversal of that tide seemed possible in the summer of 1864 whe

Assignment 2: lasa 2: final version of your argumentative research

Assignment 2: LASA 2: Final Version of Your Argumentative Research Essay
This final paper represents five modules of planning, research, writing, and revising. The work you have done on your topic throughout this class has prepared you to proofread and revise your paper a final time before you submit it for grading.
Use the checklist, grading criteria, and other resources in this module to review and revise your work. In particular, be sure to check your work for content and cohesiveness.

Does your paper have a clear argument that is expressed through your thesis statement?
Do all of the paragraphs in your paper work to support that argument?
Have you used appropriate resources to lend support and credibility to your argument?
Does your paper address opposing points of view, and does it respond to those opposing points?

As you conduct your final revision, take into account any feedback you’ve received on earlier pieces of your paper. Also try to put yourself in your readers’ shoes as you review your work. After a number of modules dealing with this topic, you are probably quite familiar with the nuances of your own paper. As you review your work, think about how your essay might be received by someone who is not as familiar with the issues you discuss. Try to make your paper as clear and straightforward as possible so your points can be readily understood.  The final version of your paper should be between 8-10 pages in length and cite at least 8 reliable sources using APA format.
You may utilize the Grading Criteria posted below and the Argumentative Research Essay Checklist to make sure that your work is aligned with the assignment requirements.
By Sunday, August 17, 2014, submit the final version of your 8–10 page paper to the M5: Assignment 2 Dropbox. After doing so, review your TurnItIn results. If your score is not in the green range, be sure to make changes and resubmit your paper so that your submitted paper is in the green range, demonstrating appropriate use of citations.

Assignment 2 Grading Criteria

Maximum Points

Thesis Statement: You have a single, main point (a thesis statement), and all sentences in your paper directly relate to (and support) your thesis statement. Your main point is a clearly defined claim and is consistent with current research on the subject selected.

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Quality of Support: You support your initial claim with credible evidence you have gathered during your research. You give full credit for any ideas that are not your own. You have explained within the text of the paper the reason for the use of any biased or non-academic source.

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Presentation of Support: Your reader can easily determine which words are quotes, which words are summaries or paraphrases, and which words are your own ideas. You correctly cite every claim that is not your own or common knowledge and include all necessary information in an in-text citation. If the item cited contains quotes, you provide a page or paragraph number. You correctly quote and paraphrase using the criteria in your text.

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Identifying Opposing Arguments: You present the strongest arguments against your claim; you avoid logical fallacies and argue as hard for the other side as you argue for your own.

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Responding to Opposing Arguments: You evaluate each possible objection and reply appropriately using examples and research support when necessary; not all objections can be refuted but all must be addressed.

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References Use: Personal communications are only cited within the paper, not on the references page. All other sources must match with a references citation for every source used in the paper and an in-text citation for every source listed on the references page. You primarily use university-level sources that are current and peer-reviewed.

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Reference Page Format: Title (References) and text are in standard form (not bold, italics, or all caps), in hanging-indent format, and alphabetized. You have not used authors first names, only their initials. You have correctly capitalized the titles of your reference works. You have included all needed information for each type of citation according to your text.

28

Research Paper Format: Your title page is double-spaced, as is the rest of the paper. On the title page you have a header with the words Running Head: followed by your running head and a right-aligned page number. For the rest of the paper, you have a header that includes your running head and page numbers; headers are one-half inch from the top of each page, and all margins are one inch. The title is in standard text, is not bolded or in italics, and should be centered on the page. Dates are not part of the cover for APA papers.

28

Organization: You present your argument in a way that is easy to understand.

24

Style, Word Choice, and Audience: How do you say what you have to say? For this assignment, assume that your audience includes the members of the academic and professional community that you are writing about.

20

Grammar and Mechanics: Be sure to use correct spelling, punctuation, sentence structure, apostrophes, and homophones. You present your argument professionally.

24

TurnItIn: Your TurnItIn report indicates that you have appropriately cited any references used in your paper.

8

Total:

300

The importance of these qualitative approaches of inquiry in building

Instructions for the second essay
 
Read the instructions carefully so that you can properly write the second assigned essay of the second unit. The due date for this essay is May /12/ 2016.
 
The text should be following a Microsoft Word format, a letter size twelve (12) and a spacing of one and a half (1.5) between sentences (or line spacing in the paragraph options). The extension of the work should not be less than three (3) pages or greater than five (5) pages of content (not title page or cover of any kind is required).
 
At the end of your essay you will list the References used (for more information see the text I sent regarding the instructions for writing an essay for this class). Plagiarism will not be tolerated.
 
The written essay should be a product that reflects your understanding and interpretation (substantiated with arguments, evidence and reasoning, expressed in a clear, consistent, and accurate matter) of the assigned readings and discussions in class. Do not use Internet sources and limit yourself to the assigned texts, the discussion in class and your own argumentative capabilities.
 
Instructions
In this second unit we have discussed some of the main qualitative methods of research in Psychology, focusing on how these methods open new and critical possibilities regarding a more in-depth inquiry that pays attention to constructivist, anthropological, phenomenological, discursive and other alternative elements (different from mainstream psychology and strict quantitative methods) in specific situations of daily life. Bearing this in mind:
Discuss the importance of these qualitative approaches of inquiry in building and sustaining a critical psychology that is interested in understanding how:
 
1) knowledge is produced, used and appropriated (depending on the different functions of knowledge and its contexts, including psychology) from a constructivist view that questions the fallacy of objectivity (or the world as given)
 
2) experience is framed and signified (depending on the social, cultural and particular context of the group or individual), which critically questions the fallacy of the centrality of the individual.
 
3) the underlying ideologies, discourses and relations of power oppress, stigmatize or alienate certain sections of society, which assumes the importance of studying the uses of language and knowledge (which are not neutral or objective).
Take into account the following when elaborating the essay:
 
1. You will notice that there are three (3) interests in these approaches of inquiry. I am interested in that you at least elaborate one of them. In essence, the three of them are
inter-related, so elaborating any of them in-depth will be enough for the purposes of this
essay.
 
2. There’s several theoretical frameworks (from constructivist and feminist theories to
colonial and ethnological theories) and methods (ranging from ground theory to analysis of
discourse and narrative analysis) that you can choose from in your elaboration of
qualitative approaches of inquiry. Although it would be recommendable that you mention
them, I am more interested in that you pick only one (a theoretical framework,
paradigm or method), even if briefly as an example on how such qualitative methods
are a form of critical knowledge. Pick the one that fits more with your interests or the way
you make your approach to answer this essay.
 
3. Remember that the logic here is to discuss how this approaches of inquiry and particular
interests are related to a more critical psychology (at least as Ian Parker and Erica
Burman define it) and the criticisms brought forward in Kenneth Gergens view of
Psychological Science. Bear in mind that you should at least use one of these authors texts
(which are the two first texts that appear in the references below). Use at least two (2) of
the assigned texts of the conference portion of the class. You are also welcomed to use
the texts assigned to the laboratory sections, as long as they apply to your discussion.
 
 
Assigned texts (in the order they were assigned):
 
Gergen, K. (2001). Psychological Science in Postmodern Context. American Psychologist 56
(10), 803-815.
Parker, I Burman, E. (2008). Critical Psychology: Four Theses and Seven
Misconceptions. Hellenic Journal of Psychology 5, 99-115.
Featherson, J. (2008). Qualitative Research. In Stephen F. David William Buskist (Eds.),
21st Century Psychology. A Reference Handbook I (93-102). Los Angeles: Sage
Publications.
Creswell, J. W. (2007). Five Qualitative Approaches to Inquiry. In John W. Creswell,
Qualitative, Inquiry Research Design: Choosing Among Five Approaches (53-
84). London: Sage Publications.
Wertz, F. (2014). Qualitative Inquiry in the History of Psychology. Qualitative Psychology
1(1): 4-16.
Van Dijk, T.A. (1995). Aims of Critical Discourse Analysis. Japanese Discourse I, 17-27.
Langridge, D. (2007). Hermeneutic turn. In Darren Langdridge, Phenomenological
Psychology Theory, Research and Method (41-53). New York: Pearson Prentice
Hall.
 
 
Suggested texts
Teo. T. (1999). Functions of knowledge in psychology. New Ideas in Psychology 17, 1-15.
Goodwin, C.J. Godwin, K.A. (2013). Observational and Survey Research Methods. In C.
James Goodwin Kerri A. Goodwin, Research in Psychology. Methods and
Research (403-439). New Baskerville: Wiley
Smith, J. (1995). Semi-structured Interviewing and Qualitative Analysis. In Jonathan A. Smith, Rom Harré Luk Van Langenlove (Eds.), Rethinking Methods in Psychology (9-26). London: Sage Publications.
Murray, H.A., Skinner, B.F., Maslow, A.H., Rogers, C.R., et al (1961). Cultural evolution as viewed by psychologists. Daedalus 90 (3), 570-586

Needing help with bus309 workplace ethics | BUS 309 – Business Ethics

  
Read the Article then answer the questions attached
Menu science: The subtle ways restaurants get you to spend more
STEPHANIE BANK
SPECIAL TO THE GLOBE AND MAIL
PUBLISHED JULY 24, 2018
Read and reflect on the following article.
Ever go out for a casual dinner with a friend and end up spending twice what you planned? Or order the most expensive item from the secret menu at Burger’s Priest just for the Instagram joy of seeing a towering pile of hamburger sandwiched between two grilled cheeses?
Now more than ever, we eat out. And it’s having an impact on our wallets as well as our waistlines. According to Dalhousie University’s 2018 Food Price Report, the average Canadian family will spend $7,049 at restaurants this year — $208 more than in 2017. Dining out will account for 59 per cent of our total food budget? How does that even happen?

The Double Double cheeseburger is seen at The Burgers Priest in Toronto on August 31, 2010. JENNIFER ROBERTS FOR THE GLOBE AND MAILJENNIFER ROBERTS/THE GLOBE AND MAIL
While it’s clear that people are eating out more often, there’s another influential component of restaurant dining that we consistently underestimate: the menu. Every detail of a menu’s design is calculated to influence what you eat, how it makes you feel and which information you share with others to ensure you come back and bring your friends.
Restaurants successfully deploy hundreds of subtle nudges to part you with your money. I’m going to take you on a short tour of these tactics so you’re better equipped to navigate your next meal.
The prices (or lack thereof)
When looking at a menu, do you jump to the numbers on the right-hand side before reading the options on the left? When prices are displayed in a column, and especially when organized from low to high, we are more likely to base our choices on cost. Here’s a subtle ruse some restaurants employ: Studies have shown that by strategically placing the price at the end of each description, or below the item, our natural tendency to visually scan the prices is disrupted. The cost of the dish has less impact on our decisions.
Researchers at Cornell University have also shown that how the values are presented have a significant influence on sales. For instance, during a lunchtime seating at the Culinary Institute of America’s St. Andrews Cafe in New York, researchers studied what happens when a price is presented in traditional dollars and cents (“$20.00”), a round number with no dollar sign (“20”), and spelled out (“twenty dollars”). They found that guests spent significantly more when presented with the number alone. Removing simple cues that remind us we’re dealing with money makes the price as inconspicuous as possible, which can be enough to encourage spending.
The choices (or lack thereof)
Did you know that when McDonald’s first debuted in 1955, the restaurant offered just nine items? By 2015, the menu had ballooned to 140 items, with more than 50 ways to order a hamburger. When revenues began to falter the first thing executives did was start paring back the menu. Not only does a shorter menu ensure a level of efficiency in the kitchen, it exploits inefficiencies in our decision-making process. Good marketers and behavioural scientists know that more choices often translates to harder decisions. In fact, it often results in choice overload, or “analysis paralysis,” the cognitive process whereby people struggle to make a decision when faced with many options.
Back in 2000, a series of experiments in grocery stores found that people were more likely to purchase jams when presented with a limited array of six choices in comparison to a more extensive selection of 24 choices (30 per cent in the first group made a purchase compared with only 3 per cent in the second). Additionally, customers who chose from the more limited menu were more likely to say they were happy with their selection. It’s just another reason why that buzzy new restaurant you’ve been dying to try has just a few items on its menu.
STORY CONTINUES BELOW ADVERTISEMENT
The order of options
How do you go about deciding which wine to order? Unless you’re a connoisseur of fine wines, you probably identify the most and least expensive options and settle for something in the middle. Or maybe you ask the waitress for help. One classic experiment by the famed behavioural economist Richard Thaler found that when people were offered a premium beer for $2.50 or a bargain beer for $1.80, around 80 per cent chose the more expensive beer. But when a third lower-priced beer was introduced at $1.60, most people went for the $1.80 beer instead. We tend to evaluate options based on surrounding information: Things only seem cheap or expensive when compared with an alternative. As such, restaurants often place an expensive item at the top of the menu so the other dishes look reasonably priced. A $20 pasta doesn’t look so expensive when compared with a $50 lamb chop.
The words themselves
What is it about a Sicilian vine-ripened tomato salad that just sounds … expensive? Or a grass-fed 60-day dry-aged rib-eye steak? Or crispy beer-battered Vidalia onion rings tossed in aromatic toasted black pepper and thyme served with lemon truffle infused emulsified aioli? Research by Brian Wansink at the Cornell Food and Brand Lab found that descriptive labels on menus can increase sales by as much as 30 per cent.
But here’s something weird: Mr. Wansik also found that customers who read these descriptions also reported feeling more satisfied with their meals than those who read simple descriptions. Taste expectations influence our evaluation due to priming, the idea that we are influenced by subconscious cues. Simply reading the word “velvety” or “juicy” sends signals to our brains that subconsciously activate our salivary glands and preparing us for something delicious.
The truth is, we all fall for these tricks regardless of intelligence. But getting some insight into how restaurants use menu engineering already puts you ahead of the curve. If increasing your awareness isn’t enough there are a few things you can try. Challenge yourself to look past the menu and decide what to eat based on the food rather than deceptive pricing, placement or seductive descriptions. Think of all the money you’ll save.
Stephanie Bank is a behavioural economist at Evree, a Toronto startup that makes an app that makes saving as easy as spending.
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Write a paper in which you:

Analyze the following      questions associated with your chosen article and discuss them using      concepts you learned in this course.

What ideals, effects,       and consequences are at stake?
Have any moral rights       been violated?
What would a       Utilitarian recommend?
What would a Kantian       recommend?

Explain your rationale      for each of your answers for your chosen article, with supporting      evidence.
Evaluate the ethical      implications and impact of the events of selected business situations      using predominant ethical theories and concepts. 

Answer the questions according to the article above please